Home School Research Articles

Two different worlds on the same road: the identity and image of a Waldorf school in a rural community in Central Philippines

ABSTRACT This article explores the identity and image of a Waldorf school in a poor rural community in Central Philippines. The school strives for great ideals. The article examines whether these ideals are supported and implemented by its teachers and students (identity), and how they are perceived by outsiders, e.g. teachers and students at a nearby public school (image). The internal identity appears to diverge from the external image. Within the Waldorf school, the ideals are known, lived by, and reproduced (as cultural capital), but beyond its boundaries the school remains the odd one out. The sustainability of one particular ideal – to have students from different socioeconomic backgrounds in the same classroom, all feeling at home (school belonging) – is coming under pressure. While the Waldorf school is situated on the same village road as the local public school, they are, in a way, worlds apart.

Bilingual Learning for Young Children

This study examines the impact of immersion education on the native language (L1) proficiency of adolescent bilingual learners. Immersion education, where most academic instruction is provided in a second language (L2), aims to foster bilingualism while achieving academic competence. However, there are concerns about the effect of this educational model on learners' L1 development, particularly during adolescencea critical period for cognitive and academic language growth. Drawing from existing research on bilingualism and immersion education, this paper explores the balance between L2 acquisition and L1 maintenance. It emphasizes the role of home language support, school environment, and broader sociocultural contexts in shaping language outcomes. The findings suggest that while immersion programs are effective in promoting L2 proficiency, they may lead to a decline in L1 academic skills unless deliberate efforts are made to support L1 development. Key factors influencing L1 maintenance include the amount of L1 exposure, parental and community support, societal attitudes towards bilingualism, and specific classroom practices that integrate L1 use. This study underscores the importance of balanced bilingualism, where both L1 and L2 are valued, and provides practical implications for educators and policymakers to create supportive environments for adolescent bilingual learners.

Responding to the needs of refugee learners in schools in Wales during the pandemic

ABSTRACT This research investigated how schools and staff in Wales were able to respond to the needs of refugee learners and their families during COVID-19 school lockdowns. Interviews were conducted with a purposive sample (n = 12) of educators working with refugee learners in primary and secondary schools across Wales, including headteachers, class teachers, English as an Additional Language (EAL) specialists, and bilingual teaching assistants. The findings suggest that most refugee learners were able to take advantage of alternative teaching arrangements for vulnerable learners during these periods and were supported to develop digital skills and use online resources. Refugee families were, however, at increased risk of social isolation, and often had fewer resources to facilitate home schooling. Staff requested specific training and improved communication links to more fully understand the cultural backgrounds and additional needs of refugee learners. Schools also need a coherent strategy and budget allocation to provide adequate support for on-going language learning and acquisition of basic skills, which might include the development of alternative curricula and qualifications for refugee learners, where appropriate.

Swedish Parents’ Descriptions of Giftedness and Experiences of Home–School Collaboration

ABSTRACT There is insufficient Swedish research on giftedness and home-school collaboration and meeting gifted children’s needs in early childhood education. This qualitative study explored these issues by interviewing parents of gifted children. The thematic analysis examined parents’ descriptions of children’s early development, asynchronicity, and differences from their peers. The parents’ stories of their children’s first encounters with the Swedish school system evoked reports of contentment, suffering, and exhaustion. Adopting Bronfenbrenner’s ecological systems theory, the study shows how the parents positioned enabling and limiting factors for their children’s acceptance and further development at different system levels. Positive learning conditions in preschool (unlike primary school), and respectful home–school communication were identified as crucial to gifted children’s development and well-being.

The Structural Relations of Component Reading Comprehension Skills in Kiswahili: The Influence of Socio‐Economic Status and Home Literacy Environment

AbstractThis research explores structural relations among the component skills of reading comprehension in Kiswahili. Furthermore, the study examines the relationship between socio‐economic status, home and school language use, and home literacy environment with Kiswahili reading outcomes. The study utilized secondary data from the baseline Tusome Literacy activity implemented in Kenya at scale from 2015 to 2022 by USAID, Research Triangle Institute in collaboration with the Ministry of Education Kenya and other partners. A three‐stage stratified sampling procedure was used to randomly select the schools and students from a sample frame compiled from multiple education databases of public formal and non‐formal schools in Kenya. The final sample comprised 4886 grade 1 and 2 learners who completed a battery of early grade literacy assessment in Kiswahili and a survey of the socio‐economic status (SES), home literacy environment (HLE), and school and home language use. We conducted a regression analysis to examine structural relations among the component skills of reading comprehension and the relationships between the SES, HLE, and early literacy skills. The findings indicate that the component skills are interconnected with the sub‐lexical skills, serving as the building block for the higher‐order skills. Letter sound knowledge, text reading fluency, and listening comprehension predict reading comprehension. Reading stories at home, reading aloud, and silent reading practice at school significantly influences reading outcomes. The mismatch between home and school language and low SES negatively impacts reading outcomes. These findings indicate that systematic and explicit instruction is critical in acquiring literacy skills, particularly for learners from disadvantaged backgrounds.

How Is Middle-Class Parents’ Education Anxiety Generated? A Study Based on a Survey of Home Education of Junior Secondary School Students in 8 Provinces and Cities

Drawing on a 2022 survey of home education of junior secondary school students in China’ eight provincial administrative regions, this study seeks to examine the chief factors influencing the generation of education anxiety in Chinese middle-class parents using a moderated mediation model. Research findings include that: (1) education anxiety is pervasive among middle-class parents who exhibit high levels of education anxiety but low levels of education involvement; (2) the parent’s perception of educational stratification can significantly predict their education anxiety; (3) the relationship between the parent’s perception of educational stratification and their education anxiety is mediated by their expectation of child education; (4) the parent’s perception of educational competition has a moderating effect on the relationship between their educational expectation and education anxiety.

Development of a Satir Model-Based Communication Program in Home Economic Education for Middle School Students

This study sought to address the challenges adolescents face in interpersonal relationships and communication, emphasizing the importance of communication education for their development. Its principal aim was to develop a communication program for middle school home economics education (HEE) based on Satir theory through a process comprising a literature review, program development, and expert evaluation. The program was designed using Satir's iceberg model, highlighting the reciprocal relationship between communication and self-esteem. Its purpose is to enhance self-esteem and communication through self-awareness. The program consists of 8 sessions, 22 activity sheets, 6 video clips, 2 books, 1 music source, 3 online teaching tools, and teacher reading materials. It was finalized after being validated by 9 HEE education experts. The significance of the program lies in the fact it introduces a communication curriculum that can be integrated into middle school education, a critical period for stabilizing communication habits and forming identity. Furthermore, it demonstrates the potential for HEE to offer interconnected lessons that emphasize both self-esteem and communication, addressing previously overlooked aspects by incorporating key elements of Satir theory. Future research should focus on implementing this program in classrooms to evaluate its effectiveness. Additionally, to enhance its practical application, it is essential to improve HEE teachers' understanding of Satir theory through targeted training or professional development.

Key Factors Influencing the Success of Bachelor of Technical-Vocational Teacher Education Graduates in the 2023-2024 Philippine Licensure Examination for Teachers at a State College

One of the evaluations to determine whether the BTVTED curriculum in any higher Institutional Education Institution is effective if the Passing rate in LET performance is higher than the National Passing rate compared to the school rating. The purpose of the study was to examine the factors contributing to the success of the BTVTED graduates in performance of the graduates of this state college who took the LET in 2023 and 2024. The descriptive method design was used to analyze the factors contributing to the success of the Licensure Examination for Teachers performance. There were 158 graduates who took the examination and at the same time participated in this study. The statistical tools utilized in this study were frequency, percentage computation and weighted mean. Based on the findings, the researcher concluded that the identified three factors contributing to the success of graduate in passing the LET were the students factor, home and family factor and school factor. Other factors which the researcher identified as the less contributory were the facilities and resources. It was recommended that school administrators and faculty members must improve policy implementation on admission and retention policy.

Determinants of Primary School Achievement: An International Comparison Using TIMSS 2011 DATA

Measuring educational performance and understanding its determinants are crucial factors in helping the educational community to better understand student output and to guide policy makers in drafting educational policies. Despite the growing number of studies interested in educational output and its determinants in many countries, there are few comparative surveys assessing both developed and developing countries. This article attempts to assess the impact of home environment, school resources and teacher quality on students’ educational achievement at fourth grade across developed and developing countries. In sum up we suggest for developing countries to invest in school resources and teacher quality for exemple ensure that primary school are well equipped with necessary resources and focus on improving teacher quality through better training and adequate compensation. According to developed countries findings suggest that home environment factors like having a computer, desk, personal room, and books—play a crucial role in student performance also consider the impact of parental outcomes and involvement in their children’s education we suggest to implement programs that support parental engagement and address socioeconomic disparities that impact the home learning environment.

Type of Cleft and Socioeconomic Determinants for Increased Caries Risk Among Young Patients With Cleft Lip and/or Palate

This study aimed to identify the predictive role of cleft type, ethnicity, adoption status, spoken language at home and parental education level on the caries risk in the primary dentition of patients with cleft lip and/or palate (CL/P). This knowledge is used to make an estimate on increased caries risk in young patients with CL/P. A retrospective analysis of data concerning dental caries and basic characteristics of patients with CL/P was done. Patients were born and registered in 2016, 2017, or 2018 at the cleft team of the Erasmus Medical Center, Rotterdam, the Netherlands. After Chi-square tests, the cleft type ( P = .02), country of birth father ( P < .001), country of birth mother ( P = .002), parental educational level ( P = .006), and spoken language at home ( P = .002) were significantly different between 144 patients with CL/P with and without caries. Items were used in binary logistic regressions and after stepwise backward elimination resulting in most important determinants for caries in the primary dentition in patients with CL/P being: father born in another country than the Netherlands (odds ratio [OR] = 4.87, P = .001), a cleft lip alveolus and palate phenotype (OR = 3.54, P = .002), and a lower parental educational level (OR = 2.30, P = .04). The recommendation for the dental care professional will be to use these 3 determinants as a first prediction on future dental caries. This helps the dental professional in clinical decisions as recall intervals, referral to specialized dental care and extensiveness of caries prevention strategies and thereby improves oral health of patients born with CL/P.

A Comprehensive Analysis of the Factors Influencing Absenteeism among Medical Students at the University of Zawia, Libya

Attendance of undergraduate medical students is crucial for their medical education, but absenteeism is a growing problem globally due to academic and personal challenges. This study at the University of Zawia surveyed 302 undergraduate medical students, primarily female, to understand the factors influencing their attendance. The study found that, external factors like traffic congestion and high costs of private transportation impacted attendance, while pedagogical factors like preferring home-based learning and dissatisfaction with teaching methods were significant. Social factors like peer influence were less influential, suggesting commitment to the field. Institutional factors like inadequate classroom resources, poor infrastructure, scheduling, and security were major concerns. The college's response to absenteeism was moderate, suggesting that institutional issues may be less critical. The study underscores the complex interplay of external, academic, and personal factors affecting student participation in medical education. Factors like traffic congestion, high costs of transportation, and inadequate infrastructure significantly hinder attendance, while dissatisfaction with traditional teaching methods and the belief that non-attendance does not affect grades are notable academic factors. Faculty-related issues, such as unclear explanations and ineffective teaching methods, greatly influence attendance decisions. Study recommendations include improving public transportation, updating teaching tools and classroom facilities, and enhancing teaching quality and engagement to address the complex interplay of factors affecting student attendance in medical education programs.

Application Of Chatgpt in The Field of Preschool Education from The Perspective of Personalized Learning

With the rapid change in science and technology, ChatGPT has become a topic of concern in all walks of life, and ChatGPT's development in education has also received extensive attention. This paper explores the application of ChatGPT in the field of preschool education against the background of John Dewey's child-centered theory in educational practice. ChatGPT's education model is of great significance to the current way of children's education, which is conducive to further optimizing the comprehensive reform of the kindergarten curriculum. Through the conclusions, it is concluded that ChatGPT can better promote the innovation and progress of education in preschool education. Based on this, this paper puts forward the following suggestions: firstly, the new artificial intelligence should be applied in preschool education from many aspects. Secondly, the use of new artificial intelligence in home, school, and social education can better realize the reform and innovation of education. Finally, the use of new learning methods can promote the development of children's abilities and provide a more personalized learning experience.

The role of information flows in trust-based management

PurposeThis paper explores the role of work-related information flows in trust-based management in public sector organizations. Whereas the relationship that trust affects information sharing between employees as such is well known, the opposite relationship where information flows that facilitate access to and sharing of work-related information affect trust is less studied.Design/methodology/approachThe paper analyses survey data from 481 employees at lower hierarchical levels in home care and schools in the City of Oslo four years after the City Council decided to implement trust-based management, using structural equation modelling (SEM).FindingsThe results from the path models indicate that work-related information flows mediate the impact of trust-based management, contribute to the development of trust in managers and increase employee autonomy.Practical implicationsA practical implication is that work-related information flows seem to be an important design variable in trust reforms. Organizations that plan to implement more trust-based management should therefore pay close attention to how changes in management systems and leadership practices impact work-related information flows.Originality/valueThis paper contributes to the public management literature and research on trust reforms by identifying the role of work-related information flows as a mediator in trust-based management. The paper provides new insights into the relationship between information flows, trust and autonomy by combining perspectives from public management, information studies and organizational behaviour.

An insight of undergraduate students’ attitude and satisfaction with online home-based learning system

The purpose of this study is to investigate different factors associated with remote online home-based learning (thereafter named OHL), including technical system quality, perceived quality of contents, perceived ease of use, and perceived usefulness in relation to the satisfaction of undergraduate students following the post-COVID-19 pandemic in Malaysia. Additionally, the mediating roles of attitude are also investigated. Two hundred questionnaires were distributed using judgmental sampling method and 156 completed responses were collected. The data were subsequently analyzed using PLS-SEM. The findings imply that the OHL system is an effective method although it is challenging to operate. In terms of perceived technical system quality, OHL is currently more gratifying for students; however, some have reported that the quality of the content delivered via the remote system is still unsatisfactory. Moreover, the study found that attitude is a significant determinant of undergraduates’ satisfaction with OHL. This study contributes to the advancement of current knowledge by inspecting the factors of the Undergraduate Level OHL System using the mediating roles of attitude. In terms of underpinning theories, Technology Acceptance Model and Information System Model were employed as the guiding principles of the current study.

Whose children are they? Using Kymlicka on multiculturalism to evaluate rights and freedom in Christian home education

ABSTRACT This paper considers the so far unresearched position of Christian home education in England and, specifically, the implications of the proposed English Schools Bill (2022) for this minority religious group. We consider the case for external protection of their practices, as well as charges of internal restriction within the context of largely unregulated home education. Quantitative and qualitative survey data from 462 Christian home educators is analysed to elucidate the minority positioning of the group before considering whether sufficient opportunities exist within the proffered education to proselytise, question and reject the faith if desired. We conclude that Christian home educators in the UK constitute a minority group in need of political recognition to continue in the educational aspects of their faith. We also conclude that whilst, in this data set, internal restrictions are not evident, Christian home education is not homogenous. We argue that opportunities for heresy and apostasy need to be clearly open to children being educated at home for religious reasons but argue that further research and a theoretical framing of ongoing public debate, rather than recourse to law, constitute a way forward more likely to protect pluralism and minority freedoms.

Exposure to Violence at Home and Bullying in School: A Test of an Additional Layer of General Strain Theory

ABSTRACT School bullying continues to be a major concern in Trinidad and Tobago. Despite its prevalence and governmental efforts to reduce bullying, relatively few studies have examined the relationship between exposure to violence at home and school bullying in this nation. This study intends to examine the relationship between exposure to violence at home, anger, school culture toward bullying, and school bullying within the context of General Strain Theory. Using data collected from 1,248 students in ten primary schools in Trinidad, this study found that exposure to violence at home had significant influences on bullying in school. Further, anger significantly mediated the relationship between exposure to violence at home and school bullying while the moderating effects of anger and school culture favorable toward bullying were statistically significant.

Public school teachers' perceptions of internet gaming problems among students: current status and challenges

Objectives This study aimed to identify and understand the challenges faced by public school teachers regarding issues related to Internet gaming.Methods An electronic questionnaire was administered to 400 public school teachers in the Saitama Prefecture from September to November 2021. A total of 352 valid responses were obtained. The survey content included teachers' knowledge of gaming disorders, whether their students experienced gaming-related problems, difficulties perceived by teachers, how they discovered the problems, how they dealt with them, the challenges they faced in dealing with the problems, and desired support. Data were analyzed based on the teachers' roles, responsibilities, type of school, and knowledge of gaming difficulties. Fisher's exact probability tests were used to determine significance, and adjusted standardized residuals were used to assess the differences between groups.Results Nearly 63.1% of the teachers already had knowledge of gaming disorders, and 49.4% acknowledged the existence of students with gaming problems. The most common reasons for discovering problems were disrupted daily rhythm (51.7%) and increased tardiness and early dismissal (34.7%). The main actions taken to address gaming problems were "consultation and information sharing with families" (48.6%) and "individual guidance by teachers" (34.1%). Approximately half of the teachers indicated that they regularly experienced difficulties in activities related to prevention, early detection, student support, and interaction with parents. Specific challenges included limited guidance and involvement with families (61.4%) and the inability to intervene and provide effective support (62.5%). Teachers' support included programs for addiction recovery (56.8%), awareness programs for parents (56.0%), and staff training to increase the understanding of gaming disorders (50.5%). The responses varied according to teacher role and school type, indicating that implementation rates and difficulties were higher in middle schools.Conclusion We found that teachers tended to view internet gaming problems as family problems and provide complementary support for home education. Teachers also found it difficult to deal with students with gaming problems. Depending on the teacher's role in the school and the type of school, requests for support varied. Elementary and special-needs schools needed teaching materials that could be used for classroom and school-wide instruction and guidance for concerned students and their parents; junior high schools needed a consultation system with school counselors and other professionals and cooperation with healthcare; and high schools needed measures and support, including social support.

Socio-Historical and Contemporary Context of Black Home Education within the Black Belt of the American South

ABSTRACT This research article explores the socio-historical and contemporary context of Black home education within the Black Belt of the American South through a literature review. This literature review aims to uncover the historical evolution, socio-cultural dynamics, and contemporary challenges and opportunities associated with Black home education in this region.

The ASK trial: a randomised controlled feasibility trial and process evaluation of a complex multicomponent intervention to improve AccesS to living-donor Kidney transplantation

Background Following identification of barriers to living-donor kidney transplantation, and subsequent development of a multicomponent intervention, we undertook a feasibility trial of the intervention. Trial design Two-arm, parallel group, pragmatic, individually-randomised, controlled, feasibility trial, comparing the new intervention with usual care, with a mixed-methods parallel process evaluation. Based at two UK hospitals. Participants Individuals were eligible if ≥18 years old, active on the kidney transplant waiting list or had been referred for transplant listing without a contraindication to transplantation. Individuals with a living-donor undergoing surgical assessment were excluded. Intervention i) A meeting between a home educator for a dedicated discussion about living-donor kidney transplantation, living kidney donation and potential donors; ii) A standardized letter from a healthcare professional to a candidate’s potential donors; iii) A home-based education and family engagement session undertaken by a living kidney donor and a nurse specialist. Objective To establish the acceptability and feasibility i) of delivering the developed intervention in existing care pathways, and ii) of undertaking a randomised controlled trial of the intervention. Primary outcomes Recruitment and retention. Randomisation Participants were randomly allocated 1:1 to i) the intervention or ii) usual care, stratified by site. Minimisation was used to ensure balance in sex, age group, and socioeconomic strata, with probability weighting of 0.8. Results 183 people were invited to participate. 62 people (34% recruitment) were randomised. 62/62 (100%) completed nurse assessed follow-up at 6 weeks. 51/62 (82%) completed follow-up questionnaires. 3/30 (10%) in the usual care arm and 9/32 (28%) in the intervention arm had individuals ask to be tested for living kidney donation following recruitment to the trial. Conclusions Intervention and trial delivery are feasible and acceptable. Findings have informed the design of an effectiveness and cost-effectiveness trial. Trial registration ISRCTN Registry ISRCTN10989132 https://doi.org/10.1186/ISRCTN10989132. The trial was registered on 6/11/2020.

Influence of Childhood Home Education on Students’ Character Formation and Academic Development

There is still a dearth of emphasis on the family environment, particularly on family education, despite the fact that a lot of attention has been devoted to the psychological difficulties that kids face in schools, such as anxiety, mental health concerns, and bullying. The engagement of parents in the education of their children is essential for the development of emotional intelligence, the instillation of values, and the promotion of self-discipline and responsibility. The purpose of this study is to analyze the ways in which family education plays an important role in the formation of children’s emotional, intellectual, and moral foundations. This paper argues that the method and content of family education have an important impact on students’ growth. This influence covers the development of students’ character, moral character, personal academic achievement and career development. However, at present, there are still problems such as insufficient concepts and improper methods in family education. Therefore, parents should create a good environment for their students, and at the same time improve their own educational concepts and methods.